Schudio · Web view2020. 10. 22. · Painting. To explore . tha.painting techniques of ....
Transcript of Schudio · Web view2020. 10. 22. · Painting. To explore . tha.painting techniques of ....
Year 2 Curriculum Overview 2019 / 2020
Year group:Two
Autumn 17 weeks 2 days
Autumn 27 weeks
Spring 16 weeks
Spring 26 weeks
Summer 15 weeks
Summer 27 weeks
Maths
Number & Place Value
Addition & Subtraction
Multiplication Division
Number & Place Value Mass/Weight Counting & Money
Length/Mass & weight Shape 2D and 3 D
Assess & Review
Number/Place Value/Statistics
Addition & Subtraction
Capacity/Volume/Temperature
Fractions Position/Direction/
Time 2D and 3D shape Length and Mass Time
Capacity, Volume, temperature
Statistics Statistics ( including
finding the difference)Assess & Review
English Poetry – 2 weeks
Troll SwapLeigh Hodgkinson - 3 weeks
Novel:Trolls Go HomeAlan McDonald
Poetry – 1 week
NorbertJoanna Boyle (2018 – 2019) – 3 weeks *Using the plan from The Owl Who Was Afraid of the Dark.
Novel: The legend of Spud MurphyEoin Colfer
Poetry – 1 week
My name is not refugeeKate Milner – 3 weeks
Novel: Paddington
Poetry – 1 week
The Last Wolf Mini Grey – 2 weeks
NovelFantastic Mr Fox Roald Dahl
Revision unit:Grandad’s Secret Giant
David Litchfield – 3 weeks
Novel
Poetry – 1 week
The Sea MonsterChris Wormell – 3 weeks
The Secret of Black Rock
The BFGRoald Dahl
Outcome
Outcome Fiction: story with focus on characters Greater Depth Story about two independently invented contrasting characters who swap places
Outcome Non-chronological report: report about owls Greater Depth Alter the layout to include own subheadings and extra features
Outcome Fiction: story with adventure focus Extension: Instructions Greater Depth Story written in 1st person
Outcome Letter: letter in role as the character persuading to save the trees Greater Depth Real life letter to specific audience e.g. local MP
Outcome Fiction: story with moral focus Greater Depth Story from the point of view of the giant
Outcome
Greater Depth
Sentence
Use subordination (because) and co-ordination (and) Write expanded noun phrases to describe and specify
Use co-ordination (but, or) Add -ly to turn adjectives into adverbs
Write sentences with different forms: statement, question, exclamation, command Use subordination (apply because, introduce when) Use present and past tenses correctly and consistently (some progressive)
Use present and past tenses correctly and consistently Use the progressive form of verbs in the present and past tense Use subordination (apply because, when; introduce that)
Use subordination (if, that) Add -er and -est to adjectives Use homophones and near homophones
Use present and past tenses correctly and consistently including the progressive form Use subordination (using when, if, that, or because) and co-ordination (using or, and, or but) Write expanded noun phrases to describe and specify Add suffixes to spell longer
words e.g. -ment,- ful
Text
Plan or say out loud what is going to be written about
Write for different purposes Read aloud with intonation Write down ideas, key words, new vocabulary
Write down ideas, key words, new vocabulary
Make simple additions, revisions and corrections
Puncuation
Punctuation Use punctuation correctly - full stops, capital letters
Punctuation Use commas to separate items in a list
Punctuation Use punctuation correctly - exclamation marks, question marks
Punctuation Use punctuation correctly - apostrophes for the possessive (singular)
Punctuation Use punctuation correctly – apostrophes for contracted forms
Punctuation Proof-read to check for errors in spelling, grammar and punctuation
Word
Throughout each unit of Pathways to Write there will be opportunities to apply word skills: Spell many words correctly by segmenting spoken words into phonemes and representing these
by graphemes Spell common exception words.
Agreed Additional Text:The Highway RatJulia Donaldson – 2 weeks
Agreed Additional Text:Jack and the bakedbean stalk – 2 weeks
Agreed Additional Text:The Man on the Moon Simon Bartrom – 2 weeks
Agreed Additional Text:The Disgusting SandwichGareth Edwards – 3 weeks
Agreed Additional Text:Traction ManMini Gray – 2 weeks
Agreed Additional Text:Lizzie and the birds (text and the handbook) – 2 weeks
Non Fiction Focus
Instructions (How to be a good troll)
Non-chronological reports (Penquin – missing page from an information book)
Recount in the form of a diary for Traction Man
Non Fiction Apply (Previous taught to apply
across LC or English)
Instructions (based on a real event/task)
Non-chronological reports (Leaflet links to Crosby)
Recount of trip to the beach (real life)
Class Author Study
Julia Donaldson Raymond Briggs Emily Gravett Jeanne Wilis Mini Grey Roald Dahl
Poetry focus
Michael RosenA Great Big Cuddle
Julia Donaldson“Question Time”Poem to Perform
CLPE ResourceFocus: reading, learning to recite, developing vocabulary.
Aoife MannixBilly McCool
King of the DinosaursCLPE Resource
Focus: reading, learning to recite, developing vocabulary.
Small World
Troll Den and Fairy Tales
Fairytale writing / retelling
Jack and The Baked BeanstalkSmall World Table
Theme
Houses and Homes Kenya and Us Significant British
Individuals - Chrostopher Columbus
Super Humans Great Fire of London
EYFS and Key Stage 1 Design a Garden for Arley
Hall
The Seaside
Educational Visits and
Residentials
Local walk in the community – Deakota Park, Local Area Study
Theatre Visit(Opportunity for Writing)
Crosby Residntial Visit
Geographical study – difference between Crosby
and Great Sankey
Eureka Museum Visit to Formby Beach and Picnic
(Geographical Study)Plan for end of Summer 1/early Summer 2
ScienceAsk simple questions and recognise that they can be answered in different ways;Observe carefully, using simple equipment;Identifying and classifyingUsing their observations and ideas to suggest answers to their questions;Gathering and recording data to help in answering questions.
What are our homes made of?
(Materials)
Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, rock, brick, paper and cardboard for particular uses;
Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching
How can we grow our own Giant Beanstalks?(Plants)
Observe and describe how seeds and bulbs grow into mature plants;Find out and describe how plants need water, light and suitable temperature to grow and stay healthy..
How can you be the next sports star?
(Animals including Humans)
In Science children will deepen their knowledge about animas including humans. They will learn about basic needs of animals to survive and the importance of maintaining a healthy lifestyle Notice that animals, including humans, have offspring, which grow into adults;Find out about and describe the basic needs of animals, including humans for survival (water, food and air);Describe the importance for humans of exercise, eating the right amount of different types of food, and hygiene
Why would a giraffe not make a good pet?
(Living things and their Habitats)
Explore and compare differences between things that are living, dead and things that have never been alive;Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other;Identify and name a variety of plants and animals in their habitats, including micro-habitats;Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.
History
Why were Christopher Columbus and Neil
Armstrong Brave people?
The lives of significant individuals in Britain's
past who have contributed to our
nation's achievements. Can they recount the
life of someone famous from outside Britain who lived in the past
giving attention to
The Great Fire of London
Samuel Pepys
Events beyond living memory that are significant
nationally or globally.
Can they use words and phrases like: ‘before I was born’, ‘when I was younger’?Can they use phrases and words like: ‘before’, ‘after’,
what they did earlier and what they did
later?Can they recount some interesting facts from an historical event?
Can they answer questions by using a
specific source, such as an information book?
‘past’, ‘present’, ‘then’ and ‘now’; in their historical learning?Can they use the words ‘past’ and ‘present’ correctly?
Can they sequence a set of events in chronological order and give reasons for their order?
Can they find out something about the past by talking to an older person?
GeographyWhat can we find out
about Chapelford Village ?
Use the text - I am Here Where Are You by Anita
Jones /Sarah Horne
(Author will visit school)
Why Warrington? link
Use simple fieldwork and observational skills to
study the geography of their school and its
grounds and the key
Where would you like to live England or Kenya?
Where would you like to live England or Kenya ?
Understand geographical similarities and differences
through studying the human and physical geography of a
small area of the United Kingdom, and of a small area
in a contrasting non-European country. (Not the whole
country)
Name and locate the world’s seven continents and five
oceans.
I can find out about Africa (small area) by asking some
relevant questions to someone else
I can describe a place outside
Oh We Do Like to be Beside The Seaside .
I can describe some human features of a town, such as the jobs people do
I can say what they like and don’t like about a locality and another locality like the seaside
I can describe the key features of a place, using words like, ‘forest’, ‘hill’, ‘mountain’, ‘valley’
I can describe some physical features of a town
I can find out about a town by asking some relevant questions to someone else
Key Vocabulary;Village, factory, house, office, harbour, shop, cliff,
human and physical features of its surrounding
environment.
Use aerial photographs and plan perspectives to recognise landmarks and
human and physical features, devise simple maps, construct basic
symbols and keys
I can label a diagram or photograph using some
geographical words
I can say what they like and don’t like about their
locality.
I can describe some places which are not near
the school
Do I think that people ever spoil the area?
How?
Key Vocabulary;Village, factory, house, office, harbour, shop,
cliff, forest, hill, mountain, soil, valley,
vegetation, address
Europe using geographical words
Use aerial photographs and plan perspectives to recognise
landmarks and human and physical features, devise
simple maps, construct basic symbols and keys
Key Vocabulary:Asia, Africa, North America, South America, Antarctica,
Australia, Oceania, Australasia, Europe, oceans:
Arctic, Southern, Pacific, Atlantic, Indian, fieldwork,
plan, aerial photograph, map key symbols, continent, globe,
atlas
forest, hill, mountain, soil, valley, vegetation, address
Art Drawing
Experiment with a variety of media; pastels, charcoal,
ballpoints, chalk.
Use differently textured and sized media.
Sculpture
Manipulate malleable materials in a variety of
ways including rolling and kneading.
Explore sculpture with a
Printing
Make simple marks on rollers and printing
palettes.
Take simple prints i.e. mono printing‐
Textile
Weaving
Match and sort fabrics and threads for colour, texture,
length, size and shape.
Painting
To explore tha painting techniques of
Hundertwasser - colour mixing, shade ,
perspective and texture (preliminary studies)
using a range of paints – acrylic based and translucent paint
(Brusho)
To use a variety of tools and diferent techniques –
brush sizes and tools.
Mix colours
Colour – identfy primary colours by name
Create texture within paint by adding sources –
Beads
See collage pictures in school interview room.
Collage
Create images from s variety of media of African Art – photocopies, maerial, art
works, books
African pattern
Arrnage and glue to a varity of backgrounds
Sort and group for puspose
Fold, crumple, tear – overlap images,
Work on different scales
Linked to African geography study
Colour – Collect,sort, name, match – appropriate for an
image.
Shape – Create and arrange shapes appropriately
Create texture by weaving materials – paper and natural
resources through recycled materials
Observe and draw shapes from observations. Draw
shapes in between objects. Invent new shapes.
Investigate tone by drawing light/dark lines, light/dark patterns, light
dark shapes et
range of malleable media Manipulate malleable
materials for a purpose, e.g. pot, tile.
TextureChange the surface of a malleable material. e.g.
build a textured tile.
Change and modify threads and fabrics, knotting, fraying,
fringing, pulling threads, twisting, plaiting.
Create fabrics by weaving materials i.e. grass through twigs, carrier bags on a bike
wheel.
Create cords and plaits for decoration.
Weaving and wrapping pebbles.
Artisit Study HundertwasserFocus on homes and
Buildings
Edward Saidi Tingatinga in 1968.
https://art-
Anthony Gormley(Crosby)
Henry Moore
Suggested Material: Air
Artist Study Arcimboldo, Giuseppe
(print with fruit/vegCarolyn Saxby
Seaside Weaving using recycled materials
educ4kids.weebly.com/african-art.html
Tingatinga paintings originated in Tanzania .Edward began his work painting under a Baobob
tree. His work consisted of bright, bold colours, simplistic
designs, inspired by his surroundings in Africa .
Drying Clay www.textileartist.org
Design Technology
Make a Troll House Templates and joining
techniques.
DESIGN – generate, develop,model ad
communicate their ideas through drawing,
templates, mock ups
MAKE – select and use a wide range of materias
and componenents according to their
characteristics (link with science)
EVALUATE – EVLAUATE A RANGE OF EXISTING
PRODUCTS – MATERIALS THAT ARE USED TO MAKE
a puppet?
TECHNICAL KNOWLEDGE – use materials and tools
appropriate to the design.
Healthy Living week.
Focus
Can they design their own healthy plate?Preparing fruit and vegetables
DESIGN – generate, develop,model and
communicate their ideas through drawing,
templates, mock ups
MAKE – select and use a wide range of materias and
componenents according to their characteristics.
Technical - Children examine a range of fruit/vegetables. Use questions to develop children’s understanding.
Evaluate - Which fruit/vegetables might be the best for our product to match the occasion/purpose? – Healthy.
Mechanisms
Focus
Sliders and Levers
Can they make a map of the physical features of a town they are studying? Map to have some sort of pop-up feature – eg, church or town hall.
DESIGN – generate, develop,model and
communicate their ideas through drawing, templates,
mock ups
MAKE – select and use a wide range of materias and componenents according to
their characteristics.
EVALUATE – EVLAUATE A RANGE OF EXISTING
PRODUCTS – MATERIALS THAT ARE USED TO MAKE
pop-up features
Cooking Opportunities
Cooking African Cooking – Cakes and Christmas Treats
Space and exploreres food! Design a perfect beach Picnic
Music
Hands, feet and heart Ho, Ho, Ho! I wanna play in a band! Zootime Friendship song Reflect, rewind and replay!
Computing
Digital Literacy
Computer Networks
Staying Safe Online
Creativity
Sites I Like
Productivity
Screen Out The Mean
Creativity
Using Keywords Programming
Communication
Follow the Digital Trail
PE
Real PE Unit 1
Dance Linked to Topic
Real PE Unit 2
Gymnastics
Real PE Unit 3
Games – Football
Real PE unit 4
Athletics
Real PE Unit 5
Games
Real PE Unit 6
Gymnastics 3 weeksDance 4 weeks
Religious Education
How do we respond to the
things that really matter?
(Worship)
Islam
Why do some people have religious rituals?
Christianity – Jesus
What makes us go ‘Wow’ or makes us think hard?
Christmas
Sikh Dharma
Does worship have to happen in a special place?
Chinese New Year
Christianity – Easter
How and why is celebrating and remembering important
in religion and worship?Easter
Hindu Dharma
What is really important? Why is this? How can we show this? Can worship help people remember
what is important?
Christianity
What makes us go “WOW” and think hard?
PHSCE
Local CommunityShops, services and advertisingCommunity around them & who can helpLook after local communityWhat harms/helps the local environment?
**Kidsfe Revision Unit**
Celebrating and Recognising DifferenceAnti-Bullying weekSimilarities and differences between peopleFeelingsWhat makes us unique?Stereotypes
** Pants – NSPCC** Revision
Changing Friendships & RelationshipsQualities of a good friendHow to deal with making and losing friendsFeelings associated with changeManage feelings positively and effectively
Taking ChargePersonal valuesMaking choicesRecognise that their actions have concequencesJobsMoney
Health and Wellbeing: My BodyValue bodiesBody PartsNeed for a healthy lifestyleDiseaseMedicines/drugs
Looking ForwardResponsibilityTrustReliabilityRespectDiscussionAchievements and goals
Chatacter Education –
Missions
The QueenThe Longest Reign
PochahontasTrouble in the Tribe
Samuel PepysLondon’s Burning